For Distribution - Trainee's Manual - LF

5/21/2018 For Distribution - Trainee's Manual - LF

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Trainees Maual

on the

Training Workshop for Learning Facilitators

eSkwela Project Team

version 1: June 2009


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INTRODUCTION TO THE TRAINING MANUAL

This Trainees Manual was developed to serve as a guide to the participants of the Training Workshop

for eSkwela Learning Facilitators. It covers various topics discussed during the workshop that willprovide useful as you implement the eSkwela Instructional Model in your site.

TRAINING WORKSHOP FOR eSkwela LEARNING FACILITATORS

This particular 3 -day training workshop covers an appreciation session on the use of ICTs in 21st

Century Education as well as a comprehensive discussion on how to implement the eSkwela Instructional

Model.

BALS is planning to incorporate 3-day ALS training into the design and shorten the eSkwela training to

3 days so as to come up with a comprehensive 6-day training workshop for new eSkwela implementers,particularly for those who have no background or experience on ALS.

Rationale

The eSkwela Project is a work in progress. The implementation of its components are constantly beingmonitored, assessed, and enhanced.

In line with the enhancements being made on the eSkwela Instructional Model, e-learning module

packages are being developed, reviewed, and edited to serve as the main feature of the learning-and-

teaching experience in an eSkwela implementation. An e-learning package is composed of a module

guide and the corresponding e-module. These sub-components will be demonstrated and discussed at

length during the workshop.

In order to ensure that these are indeed usable and relevant in the eSkwela setting, learning facilitators

(LFs) i.e. DALCs, mobile teachers, or instructional managers who serve as the e-teachers will haveto be trained on the use of these packages through the Training Workshop for eSkwela Learning

Facilitators in June and July. A corresponding 2-month pilot run will follow (July-August 2009) whereyou and your learners will be monitored accordingly, using agreed upon monitoring activities and

instruments. This pilot run will provide us at CICT valuable inputs on how to further enhance the module

guides as well as the training design.

In addition, the project is expected to be rolled out to around 274 more sites nationwide in 2009-2010(CICT estimates 50 new sites while BALS targets sites in each of the 189 divisions and 35 school-based-

centers) this is in addition to the 9 sites that are currently officially operational. As you can surmise,

a set of national trainers would have to be activated to train and monitor/handhold the eSkwela

implementers in the months to come. Below is a list of lined up training workshops for your reference

(and preparation):

Dates Group # of pax Venue Remarks

June 15-18 Mindanao sites 30 Butuan City CICT-led


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Objectives

The main objective of the Training Workshop for eSkwela LFs is to orient and train the participants onthe effective use of the eSkwela instructional model (i.e. e-learning module packages) to enhance the

A&E learning experience.

After going through this workshop, you should be able to:

Discuss the components and principles of the eSkwela Instructional Model

Undertake the pilot implementation of the eSkwela Instructional Model

Use the eSkwela Learning Management System

Participants

Participants have been selected based on the following criteria:

DALCs, Mobile Teachers, and Instructional Managers, Network Administrators

Trained / Has experience in implementing ALS

Regular ICT users (note: there is a TNA instrument that has to be accomplished by Day 0 of thetraining workshop)

Committed to use and integrate ICTs in admin and teaching Willing to participate in regular monitoring and evaluation (M&E) activities to provide inputs on

how to further improve the eSkwela model and implementation

Willing & capable to conduct re-echo sessions with co-teachers

Training Implementation

A team-teaching approach will be implemented by the training team especially for the technicaltrainings where Lab Assistants play an important role. Please do not hesitate to approach any member

from the training team for any concern/question.

You are requested to actively participate in the workshop as well as in the pilot implementation of the

eSkwela e-learning module packages.

Enjoy!

Training Design

Day#

Time Session

1 8:30 9:00 AM Getting to Know You Activity

9:00 9:30 AM Expectations Sharing

9:30 10:00 AM Workshop Description, Objectives, Schedule;

Housekeeping Announcements

10:00 10:20 AM Break


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Day

#

Time Session

3:00 3:20 PM Break

3:20 5:00 PM Session 3. Introduction to the eSkwela e-Learning Modules2 8:00 8:30 AM Recap, Q&A

8:30 10:00 AM Session 4. The eSkwela Classroom and the Module Guide

Module Overview

Learning Resources

Discussion Forum

Project10:00 10:20 AM Break

10:20 AM 12:00 NN Session 5. Role of eSkwela Learning Facilitators and Support Team

12:00 NN 1:00 PM Lunch Break1:00 3:00 PM Session 6. Facilitating Online Discussion Forums

3:00 3:20 PM Break

3:20 5:00 PM Session 7. Facilitating Project-Based Learning

3 8:00 8:30 AM Recap, Q&A

8:30 10:10 AM Session 8. Technical Training on Moodle

Creating a Course

Content

Adding Resources, Links

Forums

Online Quizzes

Submissions (File or Blogpost)10:10 10:30 AM Break

10:30 AM 12:00 NN Continuation ofMoodle Technical Training:

Learner Enrolment

Progress Tracking vis-a-vis Individual Learning Agreements12:00 NN 1:00PM

1:00 3:30 PM Teachers:Translation of Module GuidesNetwork Administrators:

Moodle Installation

Enrolling Users3:30 3:50 PM Break

3:50 5:00 PM Teachers:Presentation of Translated Module Guides

Network Administrators:Moodle Administration

4 8:00 8:30 AM Recap, Q&A

8:30 10:10 AM Session 9. Design of and M&E Plan for the Implementation of the e-

Learning Modules and Module Guides10:10 10:30 AM Break

10:30 11:30 AM Session 10. Action Planning and Commitment Setting

11:30 AM 12:00 NN Closing


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Session # 1 ICTs in 21st Century Education

This session makes the participants aware of the ubiquity of technology in this Knowledge Society and

the need for flexible, innovative, and collaborative knowledge workers. It likewise discusses how thisfact pushes educators to innovate their practices through the effective and appropriate use of technology.

Session # 2A eSkwela and the A & E Program

The eSkwela Project is a flagship project of the Commission on Information and CommunicationsTechnology, in partnership with DepEd-Bureau of Alternative Learning System (DepEd-BALS), that

serves as the ICT-enabled delivery mode of the A&E program.

These Centers are community e-learning centers across the country where out-of-school youth and adults(OSAYs) undergo blended learning sessions that enable them to acquire relevant life skills, prepare them

to rejoin the formal education system, or review for the Accreditation and Equivalency Exam, which, ifthey pass, would provide them with a Certificate equivalent to an Elementary or a High School Diploma.

Please refer to the attached Computerworld article (to be published in August 2009) for reference. Please

tell your trainees that they may also refer to the project website at http://eskwela.wikispaces.comfor

more information.

Session #2B The eSkwela Instructional Model: Key Concepts and Principles

This session is devoted to the core or heart of the eSkwela project which is the Instructional Model. It

supports a blended type of project-based learning, which aims to build a learning environment where

learners engage in activities that encourage them to acquire and apply life skills. Through e-learning

module packages composed of interactive module guides and e-learning modules, facilitators promote

self-paced learning with the appropriate use of various ICT resources and tools for learning,communication, collaboration, and assessment.

Session #3 Introduction to the eSkwela e-Learning Modules

In this session, the facilitator will showcase sample eSkwela e-learning modules. The modules werebased on the print modules of BALS and that these went through a rigorous design, development, review,

and certification process. CICT tapped BALS-designated reviewers to work with seven (7) State

Universities and Colleges (SUCs) in developing these modules. They were guided by a team of well-

versed and experienced in Instructional Systems Technology.

Session #4 The eSkwela Classroom and the Module Guide

In this session, the facilitator will showcase the computer-based learning environment (Classroom) that

the you and your learners will be interacting with. Through their assigned accounts, you will be tryingout / exploring one official module guide using the Moodle environment. Another hands-on session

will come later.


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Session #5 Roles of Learning Facilitators in eSkwela

In this session, you will be oriented on the role of the different players in the eSkwela Center and how

each one contributes to the effective implementation of the eSkwela Instructional Model. The role of theLearning Facilitator will be scrutinized and clarified.

Session # 6: Facilitating Online Discussion Forums

In this session, you will go through a simulation of an online discussion forum. You will discuss thebenefits as well as the challenges in moderating forums.

Session # 7: Assessing Projects

Sine eSkwela values the role of projects in the learning process, this session will expose you to the wide

range of projects that learners can work on, along with corresponding assessment checklists.

Session # 8: Technical Training on Moodle

You will be trained on how to navigate through and create/edit module guides, enroll learners, and track

their progress using the Moodle environment in a LAN set-up (for now). Please be informed that for the

pilot run, you have to use the official module guides the only editing or customization that can bedone is translation. You are, however, free to try making their own module guides in the future (i.e.

once they are comfortable with the module guides and they are familiar with learner behavior vis--visthese).

There should be a separate session for the Network Administrators refer to the training design/schedule.

Session # 9: Pilot Implementation of e-Learning Module and Module Guides:

Pilot Design and M&E Plan

In this session, the pilot implementation of the e-learning module packages will be discussed in detail,including the M&E and reporting mechanism that will be employed. We would like to emphasize that

we will be evaluating the use of the module packages and not your performance.

Session # 10. Action Planning and Commitment Setting

In this session, you will be grouped according to your respective sites to discuss your action plans for thecoming weeks or months vis--vis the pilot run of the module packages as well as possible plans for echo

sessions and eSkwela operations (for new sites).


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RESOURCE MATERIALS


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eSkwela: A Beacon of Hope(for publication: Computerworld, August 2009)

Hope floats for the out-of-school youth and adults who are given a chanceto finish their basic education and be part of the new breed of ICT-

competent workers through the eSkwela Project of the Commission on

Information and Communications Technology (CICT), done in close

collaboration with the Department of Educations Bureau of Alternative

Learning System (BALS).

Meet Flordeliza Dabuet, 26, a wife and mother from San Jose del Monte,

Bulacan. At 14, she dropped out of school, citing lack of family financesas her reason. Flordeliza eventually got married and had children, all of

whom are now of school-age. At present, she runs a household with herhusband, raises her brood of three, and operates a small home-based

business, whilst going to school, in an eSkwela Center near her place to make something of myself.

Flordeliza says (translated): I knew I had to do this for myself my eldest child is 15, and will be

graduating from high school soon. I want my kids to be able to say that their mother has a diploma, even

a high school one, so that we wont be looked down upon so that nobody can be snide and say, Well,

your mother didnt even graduate high school. And it gives me confidence even now, as a student, Ihave knowledge that I can use my knowledge and skills in conversations, with anyone, anywhere.

eSkwela Centers are community-based e-learning centers that provide ICT-supported learning sessions to

ALS learners who wish to gain relevant life skills for personal growth, higher education, or employment.

Catering to the 57 out of every 100 students who drop out of the formal basic education, BALS

Accreditation and Equivalency (A&E) Program, targeting functional literacy, gets a boost from theeSkwela Project that uses ICTs to broaden access to quality education as well as makes learning fun,

interactive, and more engaging.

Learners, who come from diverse social and economic backgrounds,

undergo a blended and self-paced approach to learning. They are guided bytrained learning facilitators who design and use learner-centered ICT-

supported module guides that engage the learners to actively participate intheir own learning process. Localized and interactive e-learning modules,


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Rehabilitation projects, statistics on Earth Hour 2008, and simulations on the effects of Global Warming.He proceeds to post his views on a forum thread discussing different forms of air pollution and possible

solutions against these. Since it is online, his forum entries could be responded to by another learner from

his home center or from another part of the country. For his module project, he uses his cellphone to

record interviews and actual footages on the communitys recycling efforts which he uploads and shows

to his learning facilitator as well as the public via YouTube.

Evidence of Success

Learners have the option to take the A&E Test which, if they pass, would provide them with a Certificateequivalent to an Elementary or High School Diploma.

For the February 2008 A&E Test (Secondary Level), the four pilot eSkwela Centers boasted an average

passing rate of 57.30%, almost double the national average of 29% for the purely print-based approach.

For the October 2008 A&E Test, eSkwela posted an even higher 65.12% average passing rate.

Even with just 10 current sites (located in barangay halls, Community e-Centers, on top of public

markets, etc.), eSkwela is the largest initiative of its kind in the country. The effects of their efforts arefelt where it matters most: in the marginalized poor, with housewives, with the disabled sectors that

have traditionally gotten the short shrift in the one-size-fits-all arena of formal education. In fact, theproject was cited by the United Nations Educational, Scientific and Cultural Organization (UNESCO)

through a Certificate of Commendation from the UNESCO ICT in Education Innovation Awards 2007-2008.

Having served an estimated 1,254 learners from February 2007 to

December 2008, the eSkwela Centers around the country are living

testimonials to the potentials of ICTs in education.

A wheelchair-bound young paraplegic thanked eSkwela for giving

PWDs like him a second chance at education. In 2008, he wasamong the top 10 graduates at their local ALS Commencement

Exercises. He dreams of landing a scholarship and becoming an ITspecialist in the future.

A 65-year-old community leader would like to finish her elementary and high school degrees througheSkwela because she wants to serve as a role model to her constituents. Further, she learned how to surf

the Internet and research on possible community activities and services through eSkwela.

A 21-year old single mother wants to pass the A&E Test and work on a College degree to give her 5-

year-old child a better life. She believes that the ICT skills she has gained through eSkwela would be

useful when she applies for jobs.

A 56-year-old mother works for her diploma as she and her daughter

go through eSkwela sessions together. They enjoy using the e-learning

modules because of their multimedia elements and interactivity thathave somehow made learning more enjoyable.


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of them have abandoned their dreams. To say that theyre excited about going back to school again andon computers, at that - is putting it mildly.

Learners do not have to be ICT-literate when they apply for a slot at any eSkwela Center self-discipline

and commitment to learning are deemed more crucial. To ensure basic computer skills, the learning

facilitators or other community volunteers provide short training courses on the use of the mouse,keyboard, and basic browsing techniques just to get the learners comfortable with the technology. The

learners then get to explore and gain other computer skills such as file management and productivity

tools as they go through the different eSkwela modules.

A Work in Progress

eSkwela is far from being a perfect model. The entire set of 280 core A&E e-learning modules and

corresponding module guides (covering both elementary and secondary levels), version 1, will only be

available by March 2010. As such, the current implementations of eSkwela use a combination of both thee-learning and print-based varieties. The customized automated systems are likewise being designed

and/or developed. The learning facilitators, despite being very open and flexible to the self-paced ICT-

supported approach, are going through a learning curve. Various operating models are beingexperimented on i.e. LGU/barangay-sponsored, civic group/NGO-sponsored, Community e-Center-

based, internet-caf-based, school-laboratory-based models depending on the respective commitmentsand resources of the host communities that are responsible for the infrastructure, connectivity, and

sustainability concerns of the centers. It is a work in progress.

Despite this, the project has been fortunate enough to get the support that it has gotten so far, with a

number of pledges coming its way. Bringing in a deep sense of ownership as well as a grounded belief in

the powers of collaboration and synergy, these stakeholders see eSkwela as a concrete step in innovating

education for the benefit of their local communities and bringing hope for the marginalized.

CICT and BALS target 230 new sites by the end of 2010, contributing to the countrys efforts in

providing Education for All (EFA) by 2015.

eSkwela Project Management Office

CICT-NCC Building, C.P. Garcia Avenue, Diliman, Quezon City 1101, PhilippinesTelefax: +63.2.920 7412

Email: [email protected]: http://eskwela.wikispaces.com

Blog: http://eskwelablog.blogspot.com


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R-5 | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s


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R-6 | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s


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The eSkwela Instructional Model

I. Introduction

The eSkwela Instructional Model envisions the effective use of ICTs for teaching and

learning in the Alternative Learning System (ALS). It is learner-centered, where ICTs

are used to help learners develop life skills in order to improve their quality of lives

and their communities.

ICT-supported teaching and learning in ALS makes use of various ICTs such as

interactive and multimedia-rich e-learning modules, electronic and web resources, and

a learning management system.

II. Principles

a. Adult LearningThe eSkwela instructional model adheres to the principles of adult learning, also

called the experiential learning approach. This approach goes through 4 stages:

i. Activity - Through the learning activity, learners experience and acquire


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iv. Application is a way of trying out, or applying what the learners havelearned.

b. Flexible and Self-Paced LearningIn flexible and self-paced learning, learners are allowed toi. Select learning modules and materials that match their learning goals

ii. Decide when to learniii. Determine their own entry and exit pointsiv. Select their own learning strategies and methodsv. Decide where to study

vi. Set their own pacevii. Set their own learning goals

Essentially, these learning approaches are directed by the learners in order to meet

personal learning objectives. It is the learner who determines the content, learning

sequence, pace of learning, and possibly even the media. The learner decides

when, where, what, and how quickly to learn.

Why do self-paced learning?

1. Learners learn information and skills when they need them (just-in-time

learning).2. Assuming control of the learning process is highly motivating for many

learners.

3. Participants are active rather than passive, and assume greaterresponsibility for their own learning.

4. Trainers can focus more attention on participants who need assistance.5. Learners develop learning how to learn and other life and career skills.

c. Life SkillsThe development of life skills is essential to adapting in a rapidly changing world

filled with fantastic new problems as well as exciting new possibilities.1Many

experts say that we now live in an increasingly diverse, globalized, and complex,

media-saturated society.2Thus, there is a need to bring a more authentic

education that is interdisciplinary, integrated and project-based.3

What are these life skills that we are talking about? Some examples are:

i. Flexibility and adaptabilityii. Initiative and self-direction - managing goals and time, workingindependently, being self-directed

iii. Social and cross-cultural skills - interacting effectively with others(effective communication) and working effectively in diverse teams

iv. Productivity and accountability1 Managing projects setting and meeting goals solving problems


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A blended learning approach combines the face the face instruction with

computer-mediated instruction. Blended learning offers learners and learning

facilitators the opportunity to be both together and apart. At the eSkwela center, it

is highly encouraged that the study of the module combines face to facediscussions and the use of e-learning modules and module guides to enhance the

quality of teaching and learning experience. Moreover, online tools and resources

allows for communication anytime and anywhere. Blended learning provides a

good mix of technologies and interactions, resulting in a socially supported,

constructive, learning experience.4

e. Resource-based Learningi. Definitions

1. Learning/Teaching in which students develop knowledge, skillsand understandings by using a wide variety of print, non-print, and

human resources (Saskatchewan Education)

2. Achieves both subject and information literacy objectives throughexposure to and practice with diverse resources (e.g., books,

journals, newspapers, multimedia, Web, community, people)

(Stauffer Library, Queens University)

ii. Goals

1. To provide students the opportunity to develop independentlearning skills, in conjunction with the acquisition of a basic body

of knowledge that will enable them to become lifelong learners

(Source: STEM Net

http://calvin.stemnet.nf.ca/~acrawfor/lrc2.html)

iii. Essential Features1. A wide variety of resources is used2. Learning experiences are planned based on instructional objectives

3. Learning strategies and skills are identified and taught within thecontext of relevant and meaningful units of study

4. Adapted to different learning styles and subject areas5. Students actively participate in their learning6. Teachers act as facilitators of learning, continuously guiding,

monitoring, and evaluating

7. Promotes student autonomy: students work with resources to learnabout topics

iv. Why resource-based learning?1. Allows time for information gathering and reflection, which in turnpromotes deep learning (MacFarlane, 1992)

2. Encourages in-depth focus on a topic, which drives students to seekmore relevant information and produce a product of higher quality

(Kulthau, 1993)

3 Enables the construction of meaning through active engagement


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handling and independent research (Resnick, 1987; Todd &

McNicholas, 1994/95)

6. Allows for information-gathering as a continuous process rather

than unconnected tasks, thereby encouraging the constructionof knowledge at every subsequent phase

(Moore, 1995)

7. Connects information handling and use with subject matter (Pitts,1994)

8. Allows for the active construction of personal understanding usingreflection and self-assessment so information is given a context,

mental model, or framework (Stripling, 1995)

9. Improves research skills and fosters self-confidence in findinginformation by integrating library skills as part of subject

curriculum (Nolan, 1989)

10.Increases academic achievement in subject content, attitudes, andcritical thinking through use of a variety of resources in learning

(Barrilleaux, 1965)

11.Improves work study skills and vocabulary (DeBlauw, 1973)

v. Roles

1. Students = active learners as they use a wide range of materials toinvestigate subject material prescribed within their classroom

curriculum

2. Teachers and librarians = motivators and facilitators in the learningprocess

3. End result => a "learning culture"

f. Project-based Learning

Project-based learning is a learning method where learners do projects as a way toapply and integrate the concepts that they have learned in the module. It is also a

way to practice experiential or hands-on learning.

Why do project-based learning?

i. To develop deeper knowledge about a topicii. To make learning more interesting and engaging

iii. To improve learners research and problem-solving skills

iv. To develop higher order thinking skillsv. To help learners see how what they are learning can be used in real lifevi. To develop collaborative learning skills

III. The Model Components

a Actors


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1. determine what the learners already know by recognizing PriorLearning and administering the Functional Literacy Test

2. Define the learners learning needs and identify the most appropriate

means for meeting those needs through the formulation of IndividualLearning Agreements among the learners;

3. Provide necessary support for learners to achieve their learning goalsthrough the use of eSkwela learning modules, module guides and other

learning materials, ensuring that the learning is flexible and self-paced

4. monitors the learners progress towards achieving their learning goals5. Perform formative and summative assessment of learners learning;6. Assist the learner in the completion of assessment requirements for the

Accreditation and Equivalency exam

iii. Online Tutors/MentorsThe online tutors/mentors assist the LF in facilitating instruction at the

eSkwela center. They can serve as moderators of the discussion forums

and provide additional resources to enhance learning.

iv. Other LearnersInteraction with other learners provides a richer learning experience for the

learners. Learners come from diverse social and economic backgrounds,and they bring to the eSkwela center a wealth of knowledge, skills and

experiences. The eSkwela center should be a venue where learners can

learn from each other.

v. Support Team1. Center Manager

a. Shall be responsible for overseeing, monitoring and

sustaining all aspects of the eSkwela centers operationsboth as an eLearning center and a community eCenter

b. Main link among the eSkwela Project Management Officeand the local eSkwela Steering Committee

c. Rolesi. ensure that the Center Policies and Procedures are

enforced at all times;

ii. ensure that the facilities of the center are maintainedin good working order;

iii. take responsibility for the administration of anymoney collected by the center on a daily basis, if

any;

iv. maintain relevant up-to-date records for the center

2 Network administrator


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iii. Recommend strategies to ensure technicalsustainability of the Center;

3. Stakeholders/CommunityInvolving the stakeholders and the community in the eSkwela centerwill help in sustaining the different aspects of operations of the

eSkwela center.

b. Resources and Tools

i. e-Learning ModulesThe e-Learning modules serve as the main material being studied by the

learners. It contains the necessary concepts and information about the

modules, as well as activities, exercises and games that helps learners

understand and comprehend the concepts and information being studied.

ii. Discussion forumThe discussion forum is the platform by which interaction and learning

among learners, learning facilitators and online tutors/mentors can take

place. In the discussion forum, learners post answers to questions that

stimulate critical thinking and analysis. LFs and other learners can alsoreact or ask further questions on the other participants posts.

The discussion forum is moderated by the LFs and/or the online

tutors/mentors to make sure that the discussions are on track, and that the

posts contribute special knowledge and insights. The LFs and/or online

tutors/mentors have to weave together various discussion threads and

course components. They also have to maintain group harmony.

The LFs and online tutors are also responsible in guiding students in the

discussions especially during the initial stages.

iii. Other Resources (Online or Offline)Other resources may be provided in the module guide in order to

supplement and help learners further understand the concepts and

information presented in the e-Learning module. These may be documents,

web links, videos, etc.

iv. ProjectThe project is a way to help learners apply and integrate what they have

learned in the module. The project should be carefully described, and there

should be a guide for learners on how to accomplish the project. The

project will be assessed by the LFs using a scoring guide/rubrics/checklist


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iii. Helps the learners learn effectively from the learning resources (themodules and other resources) and the learning activities (the discussion

forum, enrichment activities, the module project)

iv. Helps learners to process (analyze, abstract) the module content, and applywhat they are learning to real-life contextsv. Helps learners to "learn how to learn" by developing information literacy,

critical thinking, communication, and independent learning skills

The module guide is the way by which the eSkwela instructional model is

concretely applied. There are activities where learners

i. Study the e-Learning modules and other electronic resourcesii. Answer tests and other assessment tools in the module

iii. Interact with their learning facilitators, online tutors/experts, and fellowlearners

iv. Work on projects as a way to apply what they have learned in the module

b. Componentsi. Module overview: description, learning objectives, topics covered

ii. Pre-testiii. Per lesson:

1. Instructions on how to approach the lesson2. Discussion forum3. Enrichment activity other than the discussion forum4. Learning resource/s as additional reference for learner

iv. Project1. Brief rationale/Objectives of the project2. Description of project output3. Procedure for doing the project

4. Scoring guide (rubric or checklist)5. Reference materials


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Moodle Tutorial

1. Go to the Moodle LMS

2. Log in to your assigned account

3. Adding a module guidea. From the main page, click All Courses. You will see a page with the header Course

Categoriesb. Click Add a new course. You will see a screen that looks like this:

c. Fill up required fields:i. Full Name: Change Course Fullname 101 to The Cost of Environmental

Degradation (full name of the module)

ii. Short Name: Change CF101 to the initials of your named. Format: Select Topicse. Show activity reports: Select Yesf. Click Save Changesg. Click the short name of the course, either at the button below, or at the upper right

portion of the page.

4. Filling up the guide


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The course site/module guide site page looks like this:

6. Basicsa. The course settingspage offers you many controls. These include who can come into

the course, how the course laid out and other potential functions. Your site

administratoror course creatormay offer you suggestions about these settings.

b. Most course homepage formatsare broken into course sections(often by week ortopic). Resources and activitiesare added to each section. When writing text inMoodle you have a range of Formatting options.

c. The illustration below shows a new course set up with topic sections in the middlecolumn. In the right and left columns are a few of Moodle's many blocks.

d. What do the following blocks mean?i. People contains all participants in the course

ii. Activities - contains a list of all the different activity tools used in the courseiii. Search - a simple search engine that allows users to search for words in the

forum messages (titles and message texts)iv. Administration - most important to the teacher for controlling many aspects

and functions in the course

v. Latest News - lists the latest threads posted by the teacher in the News forumvi. Upcoming events - lists upcoming deadlines as well as other Calendar entries

vii. Recent Activity - lists changes to the course since your last login. This iswhere to look to see if students have handed in their work or posted newmessages in forums, journals, dialogues, etc. This block should come last

since it can become very long in an active course!viii. Blocks offers you all the remaining blocks in Moodle


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Here is the page where you will write the guide to the module.

8. Add the content from the file Module Guide.doc found at the Moodle Tutorial folder.a. Module Overview

i. Copy the module overview, topics and instructionsii. Paste it in the page.

iii. You may edit the content of the page1. To edit, start by selecting this icon .

The icon looks like a Microsoft Word icon.2. Then select the tools at the top of the page to edit the content3. Click Save changes.

b. Copy the contents of the lessons in each of the frames in Moodle. Frame 1 is forLesson 1, Frame 2 for Lesson 2, Frame 3 for Lesson 3, and the Project.

9. Add the Pre-Testa. Open Pre-Test.doc

from the Moodle

Tutorial folder.b. Select Quiz from thedrop down Activity

menu

c. Fill the requirements


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i. Name: Type Pre-Testii. Introduction: Copy the Directions from Module Guide.doc

iii. Make sure that the following are disabled:1. Open the quiz

2. Close the quiz3. Time limit

iv. Then select Save and Display at the bottom of the page.

v. By now you should have been in the course/module guidepage. Please click on the link Pre-Test. It looks like this:

vi. Then this page will appear.


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vii. To enter questions for the quiz, look for Create a new question and choosefrom the drop down menu on the type of question that you need to ask.

1. Choose Matching

a. Question name: Type Match-termsb. Question text: Type Match the definitions with their proper

terms.

c. Change Penalty Factor from 0.1 to 1.


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d. Copy the questions and answers on this portion of the page

e. Then click Save changes. You have added a set of

questions in the Question bank.f. This page will appear:

2. Create another question. Choose True/False.a. In the question name, put True or False.b. Copy True/False question from Pre-Test.docc. Change correct answer from False to True.d. Put feedback for the True and False responses.

Cli k S Ch


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g. For the grade, make sure that the correct answer has a gradeof 100, and the rest of the choices is none. The correct

answer for this question is B.

h. Put appropriate feedback to each of the choices.

i. Click Save changes.

4. In order for thequestions to be

viewable by

the learners,the question

needs to be

added to the

quiz. To dothis, you needto tick the

square beside

the questionnames and then click Add to quiz.

5. Then the question will appear on the left side of the page.

6. Change MatchTerms grade to

3. The grades

for the other

questions

should remainas 1.

7. ChangeMaximum

grade to 5.8. Then select

Save

changes.9. To go back to the module guide, click the short name of the course.

10.Adding a Discussion Foruma. Open the file

Discussion

Forum.doc from theMoodle Tutorialfolder.

b. Lets start by adding adiscussion forum inLesson 1.

F Add A i i


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g. Forum introduction: Copy the discussion forum description from DiscussionForum.doc

h. Click Save and return to course.i. Add forums for the remaining lessons.

11.Adding resourcesa. Adding a file

i. Go back to Lesson 1 frame.ii. Go to Add a resource. Select Link to a

file or website.iii. Click the "Choose or upload a file" button. A new window will pop up with

the files area directory structure.

iv. Click Upload a File.

v. Browse for the file Year2070.ppt from the Moodle Tutorial folder. ClickUpload this file.

vi. On the right side of the files list, you will see a "Choose" link in bold. Click

that link. The Files window will close, and the path to the file will be enteredinto the file name.


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vii. Click Save and Return to the Course buttonviii. Do this again for the file Lesson_1_e-Module_Questions.doc and

Lesson_2_e-Module_Questions.doc that can be found in the Moodle

Tutorial folder. Make sure that you put them in their corresponding frames.

ix. Do this also for the file Rubrics.pdf. Please put it in the Project frame.

b. Adding linksi. Go to Lesson 3 of the module

guide.

ii. Click to edit the text.iii. Highlight the text

Worldwildlife.org.

iv. Click the Insert Web Link icon

on top of the page.

v. A pop-up window will nowappear


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vii. For the Target, please choose New Window.

viii. Click OK.ix. Put links for all the other bulleted items. The URLs can be found in

Links.doc from the Moodle tutorial.

12.Adding an assignmenta. The assignment feature in Moodle is used for the

submission of outputs of learners. Remember that we hadadded the files Lesson_1_e-Module_Questions.doc and

Lesson_2_e-Module_Questions.doc? We need to set up a

way by which students can submit these documents

containing their answers.

b. Lets go again to Lesson 1. From the Add an activity dropdown menu, select Upload a single file which is underAssignments.

c. You will see this page:


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h. Please change Allow resubmitting to Yes.i. Click Save and return to course.j. Please do the same procedure again for Lesson 2 and the Project. The Assignment

name will be Lesson 2 Answers for Lesson 2, and Project Submission for the

Project. Write the same description.

13.Entering grades for assignments/projectsa. Submit an assignment/project in someone elses module guideb. Check the assignment/project submission in your module guide by clicking Project

Submissions.c. At the upper right corner you will see the number of submitted assignments. Click on

the hyperlink.

d. To view the submission, click the file.

e. You may put the grade by clicking on Grade.

f. For the Grade, choose from the pull down menu. You may put additional remarks inthe space provided.

g. Click Save changes.h. You will see the grade appearing at the Grade and the Final Grade columns.i. To see the full report on the grades, go back to the course site. Click on Grades under

Administration.

14.Viewing learners actionsa. From the course site, click on Participants. You will see the list of participants in the

course.b. You can click any of the names and you will see a full profile of the learner: what

courses he/she is enrolled, his/her forum posts, discussions he/she started, activityreports, grades, etc.

To know more about how to use Moodle, you may check out these links:

1. http://docs.moodle.org/en/Getting_started_for_teachers2. http://moodle.tokem.fi/mod/book/view.php?id=16397&chapterid=8118


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2009 PILOT IMPLEMENTATION OF THE

eSkwela e-MODULES AND MODULE GUIDES

(e-learning module packages)

The pilot implementation of the eSkwela e-learning module packages will run from 01 July to 31

August 2009, right after the conduct of the CICT-led June training implementations for LearningFacilitators.

These training implementations for LFs will be participated in by representatives from 31 sites

however, as of 10 June 2009, only 9 are considered officially operating as eSkwela sites (i.e. covered

by legal documents, have completed the site establishment requirements). For those sites that are notyet operating but already have the necessary infrastructure (e.g. Davao sites, Oroquieta City, Holy

Trinity, SOSCFI, PILCD, etc.), their participants are likewise required to conduct the pilot run in their

respective centers. The status of these sites may be established by the CICT-eSkwela-Sites Unit

representative within your training team (i.e. Ave, Carl, Lenay). The participants themselves should

commit to the conduct of the pilot run by signing an agreement with the training team refer to

attached agreement. For those without infrastructure yet, they would need to coordinate with theirpartner organizations to discuss how they will be able to participate in the pilot run and report to the

training team through the Sites unit as soon as this has been established.

The number of e-learning module packages that will be deployed for each participating center (note:only those with all the components intact):

Learning Strand # of packages

1 Effective Communication 7

2 Critical Thinking and Analysis 22

3 Sustainable Use of Resources and Productivity 6

4 Development of Self and Sense of Community 7

5 Expanding Ones World Vision 2

Their network administrators will be trained on how to install these along with Moodle.

The participating sites should then go through the following M&E steps:

1. commit to pilot at least five (5) e-learning module packages i.e. use of module guides andcorresponding e-learning modules

2. by 13 July 2009, Monday, the participating sites should be able to tell the CICT eSkwelaProject Team which e-learning module packages will be piloted in their respective sites, basedon the ILAs of the participating learners an online form (Google Form - checklist) will be

made available to you by the first week of July

3 there will be two (2) reports submitted by each participating site:


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The CICT eSkwela Team targets the consolidated report / study on the pilot

implementation to come out by 30 September 2009. We will be properly guided by these

valuable insights and recommendations in further enhancing the eSkwela Instructional

Model for the benefit of our countrys out-of-school youth and adults. As such, weenjoin you to stay committed to the pilot implementation and be honest with yourresponses and reports.

4. Evaluation Forms:

a. for each participating learner, he should accomplish the eSkwela e-Module PackageEvaluation Form for Learners for EACHof the module packages that he uses (i.e. if

in the 2-month pilot implementation, he goes through 3 module packages then he

should accomplish 3 evaluation forms; if he goes through 8, then he shouldaccomplish 8 evaluation forms). He then submits these to his learning facilitator forconsolidation and safekeeping.

b. for each participating learning facilitator, he should accomplish the eSkwela e-Module Package Evaluation Form for Learning Facilitators per module and perreporting period i.e. if his learners use a combined total of 16 e-module package

titles within 01 to 31 July 2009, then the LF should accomplish 16 evaluation formsby 31 July 2009; then he should accomplish another set of evaluation forms on

August 31, 2009 for the e-module package titles used by his learners for the period of

01 to 31 August 2009


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R - 27 | T r a i n i n g W o r k s h o p f o r e S k w e l a L e a r n i n g F a c i l i t a t o r s

eSkwela e-Module Packages Evaluation Form for Learning Facilitators

Name of your eSkwela Center: _____________________________________________________________________Your name: ____________________________________________________________________________________Title of the Module: ______________________________________________________________________________Date when you completed this form: _________________________________________________________________

Part A. Please encircle the letter marking your answer.

1. What was the shortest time that it took a learner to complete the module, including the online discussion forum and the module project?

a) About half a day b) About a day c) 2-3 days d) 4-5 days e) Other (please specify): _____________

2. What was the longest time that it took a learner to complete the module, including the online discussion forum and the module project?

a) About half a day b) About a day c) 2-3 days d) 4-5 days e) Other (please specify): _____________

3. Of the learning activities for studying this module, which did the learners find most engaging:

a) The online discussion forum b) The online resources c) The e-learning module d) The module projecte) Other (please specify): ______________________

4. Why do you think was this learning activity the most engaging for learners?

a) It was easy to do. b) They had time to do it. c) They had the resources to do it.d) Other reasons (please specify): __________________________________________________________________________________

5. Of the learning activities for studying this module, which did the learners find the most difficult:

a) The online discussion forum b) The online resources c) The e-learning module d) The module projecte) Other (please specify): ______________________

6. Why do you think was this learning activity the most difficult for learners?

a) It took too much time to do. b) It required knowledge and skills the learners did not have.c) The instructions were not clear. d) It was not interesting enough for the learners to do.e) Other reasons (please specify): __________________________________________________________________________________


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Part B. Please tick the box indicating your answer to each item below.

NotApplicable

StronglyDisagree

Disagree Neutral Agree StronglyAgree

About the Learning Management System (LMS)

1. The LMS was always accessible.

NotApplicable

StronglyDisagree


2. The LMS was easy to use.

About the Module Guide

3. The learning objectives were clearly defined.

4. The module guide helped the learners meet the learning objectives.

5. There were clear instructions on how to study the module.

6. The online resource/s is/was accessible to the learners.

7. The online resource/s contributed to the learners understanding of the module.

8. The discussion forum/s helped the learners learn the module better.

9. The project was relevant to the module objectives.

10. There were clear instructions on how to do the project.

11. The projects level of difficulty was just right.

About the Learners

12. The learners spent enough time studying the module.

13. The learners did all of the learning activities suggested in the module guide, including the

discussion forum and the project.14. The learners had the necessary knowledge and skills to do the project.

15. The learners had enough resources to do the project.


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About YourselfNot

ApplicableStronglyDisagree


16. I made myself available to assist the learners as they studied the module using the moduleguides.

17. I provided timely feedback to the learners when needed.

18. I facilitated self-paced learning among the learners as they used the modules and modulesguides.

OVERALL

VeryPoor

Poor Fair Good VeryGood

19. Overall I would rate the effectiveness of this module guide as

20. Overall I would rate the effectiveness of the LMS as

21. Overall I would rate the learners performance in this module as

22. Overall I would rate my effectiveness as a learning facilitator as

Other Comments:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Part B. Please tick the box indicating your answer to each item below. Lagyan ng marka ang iyong sagot

NotApplicable

StronglyDisagree


About the Learning Management System (LMS)

23. The LMS was always accessible. Laging accessible ang LMS.

24. The LMS was easy to use. Madaling gamitin ang LMS.

About the Module Guide

25. The learning objectives were clearly defined. Nakasaad ng malinaw ang mga layunin.

NotApplicable

StronglyDisagree


26. The module guide helped me meet the learning objectives. Nakatulong ang modyul guide paramatutunan ko ang mga dapat kong matutunan.

27. There were clear instructions on how to study the module. Meron malinaw na panuto kung paanopag-aaralan ang modyul.

28. The online resource/s is/was accessible to me. Accessible sa akin ang mga online resources.

29. The online resource/s contributed to my understanding of the module. Ang mga online resourceay nakatulong para maintindihan ko ang modyul.

30. The discussion forum/s helped me learn the module better. Ang mga discussion forum aynakatulong upang higit kong matutunan ang modyul.

31. The project was relevant to the module objectives. May kaugnayan ang proyekto sa layunin ngmodyul.

32. There were clear instructions on how to do the project. Malinaw ang mga panuto sa pag gawa ngproyekto.

33. The projects level of difficulty was just right. Tama lang ang kahirapan ng modyul.

About the Module

12. Ang pokus at tema ng bawat aralin ay tuloy-tuloy sa eSkwela module.

13. Interesado akong pag-aralan ang mga eSkwela modules dahil nakakapukaw ito ng atensyon.

14. Ang mga games o test sa loob ng eSkwela module ay nakakatulong para maintindihan ko ang


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aralin.

15. Kaya kong gamitin ang module nang mag-isa.

16. Nagiging mas mabuti ang aking pag-aaral sa paggamit ko ng mga eSkwela module.

17. Ang mga natutunan ko sa eSkwela modules ay makabuluhan sa aking pang-araw-araw napamumuhay.

About the Learning Facilitator (LF)

34. The LF was always available. Laging available ang LF.

35. The LF was helpful. Matulungin ang LF.

36. The LF provided timely feedback. Nagbibigay ng napapanahon na feedback ang LF.

37. The LF motivated me to become an active participant. Naganyak ako ng LF para maging aktibongpartisipante.

About Yourself

NotApplicable

StronglyDisagree


38. I spent enough time studying the module. Naglaan ako ng sapat na oras sa pag-aaral ng modyul.

39. I did all of the learning activities suggested in the module guide, including the discussion forumand the project. Ginawa ko lahat ngpagsasanay sa modyul guide pati ang discussion forum atproyekto.

40. I had the necessary knowledge and skills to do the project. Taglay ko ang mga kinakailangan nakaalaman at kasanayan para magawa ang proyekto

41. I had enough resources to do the project. Meron akong sapat na resources para magawa angproyekto.


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OVERALLVeryPoor

Napakahina

PoorMahina

FairTamaLang

GoodMagal

ing

VeryGood

Napakagaling

42. Overall I would rate the effectiveness of my LF in this module as Sa pangkalahatan, i-rerate koang kahusayan ng LF sa modyul na ito bilang

43. Overall I would rate the effectiveness of the module guide as Sa pangkalahatan, i-rerate kopagiging epektibo ng modyul guide bilang

44. Overall I would rate the effectiveness of the LMS as Sa pangkalahatan, i-rerate ko ang pagigingepektibo ng LMS na

45. Overall I would rate my performance in this module as Sa pangkalahatan, i-rerate ko ang akingperformance sa modyul na ito na

Other Comments:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Documents

For Distribution - Trainee's Manual - LF